Dynamics of teachers' aesthetic engagement with children's literature: a dissertation
This research study seeks to bring the missing voices of teachers into the conversation about teaching and learning children's literature at the college level. Grounded in an empirical base that affirms a need for this perspective, the study investigates and describes the dimensions, patterns and variations that constitute the dynamics of engagement that characterize teachers' experiences with children's literature as aesthetic experiences of adult reading. --Abstract
Publisher Cambridge, MA: The author
Possible copyright status Copyright the author.
Digitizing sponsor Lesley University, Sherrill Library
Book contributor Lesley University, Sherrill Library
Collection lesleyuniversitysherrilllibrary; americana